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• Wikipedia: The Perfect Article
• Wikipedia: Manual of Style
• Wikipedia: Editorial Policies
• Wikipedia: Tutorial

Introductory Information about Project Based Learning

• PBL: An Overview
• Designing Your Project: Design Principles for Effective PBL
• Criteria for Authentic PBL
• PBL Activities Supported by Technology

Planning a PBL Lesson

• Begin with the end in mind.
  • For people responsible for the Project Description, Product, and Curriculum Connection:
    • Ask yourself: "What do you want the students to create? Why are they creating it?" Then work backwards from there. Use curriculum and standards to direct your planning.
    • Oregon State Standards - use this site to help you find the curriculum connections. The person in charge of curriculum connections should provide the intended grade level, the subject areas involved in the project, and the specific standards met.
      • Curriculum Connection citation example: Grade 4 Math: Number and Operations: Develop an understanding of decimals, including the connections between fractions and decimals.
      • Remember, your job is to find MULTIPLE connections, not just one.

• Craft the driving question.
  • For people responsible for the Driving Question:
    • Break down the project theme into a significant, meaningful question. It should require higher-level thinking to answer it.
    • Craft the Driving Question - this site will walk you through the process of writing effective DQs.

• Plan the assessment.
  • Every project should be driven by an explicit set of outcomes that encompass the content and skills students are expected to learn. The assessment is share with students at the beginning of the project and throughout the process.

• Map the project.
  • A project map is the step-by-step process the students go through to complete the project. It provides the sequence of activities, structures the project, and directs students. The project should be centered around hands-on activities and should include plans for differentiation.
• Manage the process.
  • Although PBL looks chaotic, successful projects are carefully managed by teachers. Teachers become facilitators and guides. They do not transmit information. Students learn to manage themselves and take responsibility for their own work. Self-assessment is built into the project. Teachers can manage the process through checkpoints, milestones, employing problem-solving skills, and using authentic assessment.

• Give the project time.
  • PBL takes time...A LOT of time...both in planning and execution. Projects may last weeks, months, even the entire school year.

• Integrate technology throughout the project.
  • For people responsible for Technology Integration:
    • The integration of technology should be seamless and meaningful. This means employing the use of technology in ways that make sense and enhance the experience. PBL projects that truly integrate technology cannot be completed without it.
    • Identify specific forms of technology to be used. There are numerous forms of technology available...from basics such as the internet, computers, printers, scanners, and document cameras to cutting edge technology such as SMART boards, cell phones, digital cameras, and GPS devices (to name a few).
    • Describe how the technology listed will be used. Make sure readers have a clear understanding of how to use the technology required to complete the project.
    • Don't forget software or web apps! If your project requires specific titles, list them as well.

Collaboration Tips

1. Editing Pages Simultaneously
   1. If two people edit the same page at the same time, we will keep track of both sets of changes. You will be notified if someone else is editing the page at the same time as you are. If there are no conflicts in the changes, both sets of edits will be seamlessly merged into the page. If the changes do conflict, the following will happen:
   2. When the first user saves his changes, the second user will receive a notification of this and will be able to view the changes.
   3. The second user can view the changes to remove the conflict if she chooses.
   4. If there is still a conflict when the second user saves the page, she will be notified that she is about to overwrite the first user's changes. She will have the option to continue or cancel.
   5. If either set of edits is incorrectly overwritten, you can find your work or revert to an earlier version of the page on the History tab.